Subjective cognitive decline (SCD) refers to a persistent self-perception of deteriorating cognitive function, particularly in memory, despite normal performance on standardized neuropsychological assessments. Increasing evidence supports its role as a potential preclinical marker of the Alzheimer's disease (AD) continuum. In recent years, the field has witnessed substantial growth, prompting the development of novel research frameworks and methodological approaches. This theoretical study synthesizes recent advances and key findings from longitudinal studies, which offer critical insights into the temporal relationship between SCD and progression to clinically defined stages of cognitive impairment. The literature consistently reports associations between SCD and subtle declines in objective cognitive performance, as well as the influence of sociodemographic and psychosocial factors, including differences related to sex and ethnicity. Additionally, emerging data link SCD with alterations in neurobiological biomarkers assessed through neuroimaging and fluid-based analyses, reinforcing its relevance as an early indicator of pathological aging. Based on this body of evidence, a preliminary comprehensive evaluation framework for clinical practice is proposed to improve early detection. Together, these findings underscore the need for standardized diagnostic criteria and integrative models that encompass the clinical, biological, cognitive, and psychosocial domains to enhance the predictive and diagnostic value of SCD in the context of neurodegenerative disease.
Death, far from constituting merely a biological endpoint, configures the very condition of possibility and gives shape to human existence. The present article examines existential procrastination as the postponement of decisions, relationships, and life projects under the implicit assumption of unlimited time. Drawing on the framework of Acceptance and Commitment Therapy (ACT) and in dialogue with the existential tradition, the paper analyzes the role of finitude awareness in psychotherapy. In particular, it proposes that confronting mortality may facilitate processes of values clarification and expand the variability of the behavioral repertoire. However, contemporary culture, characterized by acceleration, consumerism, and multiple forms of experiential avoidance, tends to neutralize the presence of death in everyday life. This cultural denial may contribute to forms of distress such as hyperactivity, diffuse anxiety, biographical emptiness, or existential disconnection. Clinical processes such as acceptance, cognitive defusion, and values-based work can transform death anxiety into a context for the development of greater psychological flexibility and commitment to meaningful action. From this perspective, integrating mortality into therapeutic practice may contribute to a life less postponed and more fully committed to what is worth living before time runs out.
The aim of this article is to present the relationships between psychology in Spain and the late Francoist period, both in the university setting and in the early stages of professional association development. The main emerging psychological theories and the most relevant professional practices are highlighted. In the university setting, new generations of professionals began their training in the newly created psychology departments within the faculties of philosophy and arts. Their leaders established the psychology departments within the professional associations of doctors and graduates. Political demands, along with requests for changes to curricula and the creation of jobs, formed the core of what would later become the Spanish Psychological Association and independent faculties of psychology. New theories surrounding psychoanalysis and Marxism, behaviorism, and Soviet psychology were introduced, imported from other countries through critical publications and progressive publishing houses. The few practices that existed kept psychologists in a subordinate role to other professionals, and with functions limited exclusively to 'test administrators'.
This systematic review examines the relationship between emotion regulation and personality disorders, a link previously suggested by mental health experts. Its objective is to identify specific variables that influence this connection, differentiating common and divergent factors between different disorders. To do this, 58 studies were selected under strict inclusion and exclusion criteria, to guarantee the quality of the data. The results confirm a clear relationship between deficits in emotion regulation and personality disorders, especially borderline personality disorder. However, more research is required in broad clinical settings to strengthen these findings and develop effective therapeutic interventions to help patients cope.
The aim of this study was to systematically review the Spanish scientific literature on terrorism and posttraumatic stress disorder (PTSD) to analyze whether the March 11 (11-M) terrorist attacks in Madrid influenced the development of this literature and to examine its main themes and research groups. Publications by Spanish authors on terrorism and PTSD were searched in PsycInfo, MEDLINE, PSICODOC, and ÍnDICEs-CSIC through December 2024. Eighty-one studies were identified, and their analysis revealed a notable expansion of the literature after 11-M, followed by sustained growth, consistent with international trends and focused on areas such as the prevalence of PTSD, risk and explanatory factors, associated psychopathology, and interventions for PTSD. The literature also offers distinct contributions, such as the study of prolonged terrorism, secondary victimization, and the role of social and historical context. Strengths of this literature include the large number of empirical studies, the attention to cognitive and social variables, and the existence of established research groups. Gaps remain in areas such as psychometric assessment, post-traumatic growth, and integrative theoretical frameworks, which call for a more diversified and international future agenda.
Gender-based violence affects 1 in 3 women, causing sequelae that harm their well-being and quality of life. This review examines the scientific evidence regarding neuropsychological sequelae in abused women, using the PRISMA methodology to compile articles that analyze the correlation between gender-based violence and possible cognitive deficits. Ten studies were selected from databases such as EBSCO, ResearchGate, and ScienceDirect, which confirm that women victims of gender violence exhibit problems in areas such as attention, memory, and executive functions, affecting their performance on neuropsychological tasks.
The assessment of the quality of psychological tests is a fundamental task for guaranteeing ethical and effective professional practice. This paper presents the results of the 13th edition of the evaluation project for tests published in Spain, an ongoing initiative by the Test Commission of the General Council of the Spanish Psychological Association. In this edition, six instruments were analyzed (five commercial: ATENTO, BFQ-2, EBE, EVT-3, PPVT-5; and one non-commercial: CoPsoQ-Istas21) using the Revised Test Evaluation Questionnaire (CET-R v1.1) and an expert peer-review system. The results reveal marked heterogeneity. While the quality of the materials and theoretical foundation was generally high, critical deficiencies were noted in the reported psychometric evidence. Specifically, shortcomings were detected in some sections of the validity evidence. These findings underscore the need for professionals to critically appraise the tests they plan to use, and for publishers and authors to strengthen the psychometric justification of their instruments.
Primary care (PC) is the main healthcare setting for the management of common mental disorders, which account for a substantial proportion of clinical demand. However, the limited availability of specialized psychological resources in this setting has favored a predominantly pharmacological approach and contributed to the overload of specialized mental health services. This paper analyzes the role of specialist clinical psychologists (SCPs) in primary care, describing their clinical, preventive, and coordination functions, as well as their contribution to early detection and evidence-based brief psychological interventions. Experiences from different Spanish autonomous communities are reviewed, and their outcomes are examined in terms of accessibility, efficiency, and appropriateness of care. Available evidence suggests that the integration of clinical psychology into primary care is an important strategy to improve the quality of mental healthcare, provided it is supported by adequate planning of human resources.
This article reviews the phenomenon of gender microaggressions in the workplace as an invisible psychosocial risk that affects women. Through a theoretical and regulatory review, it is argued that these apparently innocuous behaviors have a significant impact on the mental health and professional development of women workers. The article analyzes the Spanish legal framework and proposes a structured methodology for identifying and preventing these behaviors in psychosocial risk assessments. Finally, practical recommendations are provided for integrating this perspective into organizational risk management from a gender-sensitive approach.
Since 2010, the Test Commission of the General Council of the Spanish Psychological Association has conducted an annual evaluation of the tests published in Spain, with the aim of providing rigorous and accessible information regarding their quality. The purpose of this study is to present the results of the twelfth review of tests published in Spain. In this edition, six tests from four different publishers and one non-commercial test were assessed. These instruments were designed to measure variables such as motivation, general intelligence, cognitive impairment, emotional well-being, adolescent personality, phonological awareness, and children’s emotional intelligence. As in previous editions, a systematic peer review process was followed, employing the Test Evaluation Questionnaire - Revised (CET-R v1.1). The evaluations were integrated into a provisional report and, after considering the claims of the publishers, a final report was prepared. The results are consistent with those of previous rounds, showing that, overall, the quality of the evaluated tests is adequate, with particular strengths in the quality of materials and documentation, the evidence of content validity and internal consistency, and the quality of the norms. Looking ahead, it would be desirable to improve consistency among reviewers and to promote ongoing training in psychometrics.
This paper addresses the question "What is psychology?" and seeks to resolve some of its epistemological entanglements: its plurality, the definition of its object of study, and its presumed pre-scientific nature caused by an eternal struggle between schools of thought. It is concluded that psychology is not one discipline but many, and that to qualify as a science, it must be one of what are known as the "genetic functions." The paper also presents attempts to establish a foundation for this general psychology, ultimately proposing a controversial thesis: that such a project is impossible as it would necessarily remain philosophical. All these entanglements are attributed to the problematic nature of the ideas of function and finality.
The relationship between motivation, academic performance, and involvement in homework is a key factor in educational success. These variables depend on internal and external factors that influence learning and continuity of studies. Understanding these factors allows for improved teaching and learning processes and addresses issues such as school dropout and grade repetition. The overall objective is to analyze the relationship among motivation, academic performance, and homework completion in compulsory education students. To this end, 19 studies were selected through specific syntax searches in scientific databases, and a content analysis was performed to identify factors and relationships among the variables. The results highlight the fundamental role of families in motivation, academic performance, and involvement in homework, even above the role of teachers. Additionally, the way in which students manage time spent on homework appears to be an internal factor that fosters both commitment and academic performance. Consequently, it is necessary to promote teaching strategies that involve the entire educational community and encourage a positive attitude toward learning among students.
Sexual violence affects approximately one in five adolescents in Spain, with higher prevalence in girls than boys, reflecting trends similar to those in other European countries. This experience can severely impact mental health and development, with borderline personality disorder (BPD) emerging as a prominent consequence. In this study, we conducted a systematic review following PRISMA methodology, aiming to analyze findings from studies published in the last decade (2013-2023) regarding the relationship between childhood sexual abuse (CSA) and BPD diagnosis. The goal of this review is to provide Spanish-speaking professionals with an updated understanding of this relationship to enhance clinical knowledge and practice. Out of 439 articles, 27 met the inclusion criteria. Key findings indicate that CSA is significantly associated with BPD development in adolescence, although polyvictimization appears to be the most reliable predictor. Regarding prevalence, CSA is notably more frequent in clinical and forensic samples, particularly among females. This review concludes that childhood sexual violence is a relevant factor in BPD development, underscoring the importance of evaluating this experience in initial clinical consultations due to its impact on mental health.
Suicidal behavior represents a growing public health concern in the university context, with a high prevalence of suicidal ideation, nonsuicidal self-injury, and emotional distress among students. This article reviews the main prevention, crisis intervention, and postvention strategies in universities, integrating national and international evidence. It examines the critical role of university counseling centers, which often constitute the first line of support, despite inequalities in their provision and structural limitations. It also highlights the usefulness of gatekeeper training, which prepares key university personnel to detect warning signs of suicide and refer students to specialized resources. The importance of implementing brief, evidence-based psychological interventions focused on suicidal behavior and effective crisis management protocols is emphasized. The article also advocates for the establishment of a national system for monitoring deaths by suicide among students and for improving institutional policies in accordance with the provisions of the LOSU. Finally, the value of postvention is highlighted as an essential strategy for supporting the community after a death by suicide. Therefore, it is necessary to adopt a comprehensive, sustained approach that is adapted to the particularities of the university environment.
The present paper describes the Psychotherapy Training and Development Program implemented at the School of Psychology of the University of Mar del Plata, which focuses on the strengthening of transtheoretical therapeutic competencies. The program is designed to overcome the limitations of traditional approaches grounded in a single theoretical orientation. It integrates a theoretical framework grounded in professional development models such as those proposed by Hill, and R & oslash;nnestad and Skovholt, which emphasize progressive learning, supervised experience, and the consolidation of a reflective and flexible professional identity. The fundamental role of clinical supervision is addressed as a key space for theory-practice integration, the promotion of therapist self-efficacy, and the refinement of therapeutic competencies. Finally, the importance of routine outcome monitoring and the active consideration of client preferences is highlighted as a means to client personalize and optimize therapeutic interventions. This comprehensive approach promotes the development of competent and reflective therapists, prepared to respond to clinical demands with scientific rigor and ethical sensitivity.
This paper addresses the question "What is psychology?" and seeks to resolve some of its epistemological entanglements: its plurality, the definition of its object of study, and its presumed pre-scientific nature caused by an eternal struggle between schools of thought. It is concluded that psychology is not one discipline but many, and that to qualify as a science, it must be one of what are known as the "genetic functions." The paper also presents attempts to establish a foundation for this general psychology, ultimately proposing a controversial thesis: that such a project is impossible as it would necessarily remain philosophical. All these entanglements are attributed to the problematic nature of the ideas of function and finality.
This article examines the emergence of academic narcissism as a specific manifestation of cultural narcissism within the contemporary university context. Drawing on the concept of normative narcissism, we explore how the logic of visibility, self-exposure, and the pursuit of recognition has been integrated into teaching and research practices, transforming professional identity and modes of knowledge production. The culture of metrics, impact indicators, and digital presence has turned the university into a stage of representation, where prestige depends less on knowledge and more on exposure. Using examples from the Spanish context, the article discusses the effects of academic evaluation criteria on the generation of competitive dynamics, institutional envy, and a decline in cooperation. Finally, guidelines are proposed to redirect visibility toward a culture of purposeful recognition, grounded in quality, collaboration, and intellectual integrity.
This paper offers an analysis of the trans phenomenon from a constructivist psychological perspective that articulates the organic, operative, and social dimensions of a human subject. It emphasizes the developmental process through which a subject—through trial and error, conflicts, and decisions—elaborates and adopts a trans identity as a solution to a problem in living, under specific conditions of social and institutional influence or mediation. The paper critiques both the explanation based on the “discovery” of an intrinsic or innate identity and that of “contamination” or mere social influence, and it highlights the conceptual shortcomings of the queer antinormative discourse regarding sex, will, the function of norms, and normative progress. It examines the performative effects of this social influence in Spain under the Trans Law and its affirmative approach, which accelerates decisions with irreversible consequences while simultaneously restricting the very plural and rational social influence upon which a subject’s life decisions and normative progress depend.
The cognitive model has evolved from its origins into an open, integrative paradigm that is sensitive to the complexity of human suffering. This paper aims to systematize part of this evolution and to propose a multidimensional formulation of psychopathology that is useful for clinical practice. Classical and contemporary contributions to the cognitive model are synthesized, incorporating elements from the constructivist, narrative, experiential, and relational traditions. A clinical case is presented to illustrate the applicability of the model. The case of Hugo shows how an integrative and dimensional conceptualization provides a useful framework for understanding and addressing human suffering. Finally, we discuss how the flexibility and openness of the cognitive model foster dialogue across approaches, while also presenting challenges for systematization and empirical validation.
This article examines the role of bodily and emotional processes in shaping consciousness and rational thought, drawing on Antonio Damasio’s work and its subsequent developments. Rejecting the traditional mind-body split, it is argued that human rationality is grounded in the biological processes that sustain it, which raises significant limitations for the feasibility of replicating the human mind through artificial intelligence (AI). Clinical implications of these findings are discussed, particularly within the context of rapid technological growth and the increasing presence of intelligent systems in healthcare. Lastly, the article assesses the potential and limitations of embodied AI, proposing that the most fruitful path for mental health professionals lies not in substitution, but in critical collaboration between human minds and technical systems.
